Om mig

Current teaching and course leader, Education in Career Counselling at the Department of Education

Education Policy and Education System

Politics and Society

Work Life and Change of work

In addition, she supervises students at all levels (BA, MA and PhD).

Forskningsprojekt

2017-2018

To become a "Swedish teacher": A study of 'Snabbspåret' for recently immigrated teachers

In 2016, as part of a new labour market policy, the Swedish government launched a fast-track professional development programme for recently immigrated teachers, Snabbspåret. This project, which is run jointly by Anki Bengtsson and Larissa Mickwitz, involves focus group interviews with the participants in the educational programme, direct observation in school settings and public policy analysis. We aim to investigate the informants' professionalization process, and, further, attend to issues and aspects concerning organisation and governance. The project is funded by IFAU - The Institute for Evaluation of Labour Market and Education Policy.

Publikationer

Bengtsson, A. (2016). Governance of Career Guidance: an enquiry into European policy, Department of Education, Stockholm University, dissertation. Link

Bengtsson, A. (2014) Enterprising Career Education: the power of self-management, International Journal of Lifelong Education, special issue on Adult and Lifelong Education: The European Union, its member states and the world, 33(3), 362-375. DOI:10.1080/02601370.2014.896085

Bengtsson, A. (2011). European Policy of Career Guidance: the interrelationship between career self-management and production of human capital in the knowledge economy, Policy Futures in Education, 9(5), 616-627. doi:10.2304/pfie.2011.9.5.616

Bengtsson, A. (2016). Prevention of Radicalization in School: What can educators learn from Foucault's "truth-telling" and "self-care"? Workshop. Annual conference 1-3 April 2016, Philosophy of Education Society of Great Britain, New College, Oxford,UK.

Publikationer

The overall aim of this thesis is to enquire into and problematize the governance of career guidance and how individuals’ career management is constructed within EU policy. The empirical material consists of European policy documents produced during 2000-2015. The two central research questions explore (1) how European career guidance is made governable, and (2) how individuals’ career management is constructed and governed. The Foucauldian governmentality perspective and the analytic method of problematization is utilized. The analysis focuses on the compositions of normative forms of reason, discursive practices and techniques by which governing is exercised and knowledge is produced. The thesis is based on four articles, three of which concern career guidance and career management. The fourth article concerns education of citizenship. The analysis shows that the formation of a policy space for comparison of national systems of career guidance is significant for making European career guidance amenable to governance. It is mobilized by governing practices for involvement of institutional actors and the construction of standards of performance. This form of governance becomes effective on the condition that institutional actors use and produce knowledge and practices about what works in career guidance, and this implies self-control and constant monitoring. It is a complex process of producing self-regulation of career guidance adjustable to change and innovation in which both standardization and modulation are inbuilt. Moreover, this is dependent on the interplay of governance and self-government. Knowledge and practices shape career management as an individual competence, which each individual is assumed to achieve. The use of guidance techniques supporting this design and self-regulating practices contributes to responsibilizing individuals to achieve this competence. Knowledge of individuals’ management of their careers includes civic competence. This led me to extend my use of the theoretical framework to investigate how knowledge of civic competence is constructed in European policy documents concerning teacher education from 2000 to 2012. My analysis shows that presumptions of teaching civic competence support the production of the active and learning subject.